We need to talk about wellbeing and education: Critical perspectives and new opportunities webinar

Event status:

empty seats in a lecture theatre Join us for an online ‘in-conversation’ event with Professor Venka Simovska (Aarhus University, Denmark) and Professor Julie McLeod (The University of Melbourne, Australia). In this timely discussion, our expert speakers explore how wellbeing became a key focus in educational settings, and consider the implications of this turn.

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Date:
Thursday 05 November 2020 06:00 pm until Thursday 05 November 2020 07:00 pm (Add to calendar)
Contact:
Katie Wright
katie.wright@latrobe.edu.au
Presented by:
Wellbeing: Critical Social Perspectives Research Cluster, School of Humanities and Social Sciences, La Trobe University.
Type of Event:
Public
Cost:
Free

Does the emphasis on wellbeing point to a shift away from instrumental forms of schooling and present a unique opportunity for educational transformation? Or does it bring about a new set of problems that could ultimately undermine the very goals that the focus on wellbeing are intended to achieve?

Venka Simovska

Venka Simovska is a Professor in School Development, Learning and Wellbeing at Danish School of Education, Aarhus University, Copenhagen, Denmark. Venka is a member of the steering committee for Schools for Health in Europe (SHE) Research Group, and a co-convenor for Health and Wellbeing Education Research Network within the EERA (European Educational Research Association). Venka’s interdisciplinary research interests combine educational theory, psychology and health/wellbeing promotion. Her work involves qualitative and plural research approaches within interpretive and (post)critical paradigms.

Julie Mcleod

Julie McLeod is a Professor in the Melbourne Graduate School of Education and Pro Vice-Chancellor (Research Capability) at the University of Melbourne. Her research is in the history and sociology of education and is guided by a focus on how identities and social possibilities are differentially shaped by school experiences. Theoretically and methodologically, Julie’s work is characterised less by adherence to specific hero theorists and more by a critical engagement with a range of theoretical debates that help illuminate particular problems and dilemmas.

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